Learning Disability (LD) has been defined by the National Joint Committee on Learning Disabilities (NJCLD) as a heterogeneous group of disorders of presumed neurological origin manifested differently and to varying degrees during the life span of an individual. Various manifestations of LD may be seen at different ages and as a result of varying learning demands (NJCLD, 1985/2001a, 1990/2001c) .
Gingoog City Comprehensive National High School in the Division of Gingoog City is the only secondary school accepting Special Education (SPED) students. The increasing number of enrollees at risk with LD each year among other exceptionalities is so alarming that a Self- Contained classrooms for students at-risk with Learning Disabilities are opened to address these students’ needs (GCCNHS Principal’s Report 2011)
This action research was conducted to find out if there would be improvement in reading abilities of learners at risks with learning disabilitiy to help their reading capacity.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Specific Learning Disability
- Discussion of the Problem
- Objective of this Study
- Scope and Delimitation of the Study
- Definition of Terms
- Research Methodology
- Research Locale
- Respondents of the Study
- Sampling Procedure
- Research Instruments
- Statistical Treatment
- Findings
- Conclusion
- Recommendation
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This action research study aims to identify the specific types of learning disabilities (LD) among second-year students at risk in a self-contained classroom at Gingoog City Comprehensive National High School. The study further seeks to develop and implement a remediation program using reading-level materials to improve their reading abilities. The research focuses on improving the educational support for students with LD and addresses the challenges faced by teachers in identifying and addressing specific LD needs.
- Identification of specific learning disabilities (dyslexia, dyscalculia, dysgraphia) among students.
- Development and implementation of a remediation program using appropriate reading materials.
- Assessment of the effectiveness of the remediation program on students' reading abilities.
- Exploration of the challenges faced by teachers in addressing the diverse needs of students with LD.
- Improvement of teaching strategies for students with specific learning disabilities.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter provides background information on learning disabilities (LD), highlighting their heterogeneity and varied manifestations. It emphasizes the importance of early identification and intervention to help children reach their full potential. The study focuses on the challenges faced by a self-contained classroom for students with LD at Gingoog City Comprehensive National High School, particularly the difficulties in identifying specific LD types and the lack of targeted teaching strategies. The introduction establishes the need for the research by highlighting the lack of appropriate support for students and the potential negative consequences of unidentified LD.
Specific Learning Disability: This chapter defines specific learning disabilities, focusing on dyslexia, dysgraphia, and dyscalculia. It discusses the characteristics of each disability, including difficulties with reading, writing, and mathematical abilities. The chapter draws on existing literature to define these specific learning disabilities and provides context for understanding the challenges faced by students with these conditions. The varying manifestations and the impact on academic performance are discussed, setting the stage for the proposed intervention program.
Schlüsselwörter (Keywords)
Specific Learning Disabilities, Dyslexia, Dysgraphia, Dyscalculia, Remediation Program, Reading Level Materials, Self-Contained Classroom, Action Research, Special Education (SPED), Academic Achievement, Intervention Strategies.
Frequently Asked Questions: Action Research on Specific Learning Disabilities
What is the main focus of this research study?
This action research study focuses on identifying specific learning disabilities (SLDs) like dyslexia, dysgraphia, and dyscalculia among at-risk second-year students in a self-contained classroom. The study aims to develop and implement a remediation program using appropriate reading materials to improve their reading abilities and address the challenges faced by teachers in supporting these students.
What learning disabilities are addressed in this study?
The study specifically addresses dyslexia, dysgraphia, and dyscalculia. These are defined and characterized within the study, highlighting the challenges each presents to students' academic performance.
What is the setting of the research?
The research takes place in a self-contained classroom for at-risk second-year students at Gingoog City Comprehensive National High School.
What methodology is used in this research?
The study employs an action research methodology. This involves identifying a problem, developing and implementing an intervention (a remediation program), and assessing the effectiveness of that intervention.
What is the goal of the remediation program?
The remediation program aims to improve the reading abilities of students with identified SLDs through the use of reading-level materials. The program's effectiveness is assessed to determine its impact on students' academic achievement.
What are the key challenges addressed in the study?
The study addresses challenges related to identifying specific types of SLDs, the lack of targeted teaching strategies for students with SLDs, and the overall support needed for these students within the educational setting. It also explores the challenges faced by teachers in addressing the diverse needs of students with SLDs.
What are the key findings and conclusions expected?
While specific findings are not detailed in this preview, the study is expected to provide insights into the prevalence of specific SLDs among the student population, the effectiveness of the implemented remediation program, and the challenges faced by teachers in supporting students with SLDs. The conclusions will likely offer recommendations for improving teaching strategies and support systems for students with SLDs.
What are the key chapters included in the study?
The study includes chapters on the introduction, specific learning disabilities, the problem's discussion, the study's objectives and scope, definitions of terms, research methodology (including locale, respondents, sampling, instruments, and statistical treatment), findings, conclusions, and recommendations.
What keywords describe this research?
Key words include: Specific Learning Disabilities, Dyslexia, Dysgraphia, Dyscalculia, Remediation Program, Reading Level Materials, Self-Contained Classroom, Action Research, Special Education (SPED), Academic Achievement, and Intervention Strategies.
- Quote paper
- Susan Aparejo (Author), 2015, Specific Learning Disabilities in a Self-Contained Classroom. A Reading Remediation Program, Munich, GRIN Verlag, https://www.grin.com/document/306305
